Abstract
Using an analogy in science and everyday life is a double-edged sword because they are accompanied by alternative ideas, in addition to scientific concepts. Schools and public education explain global warming by making a common analogy between this phenomenon and greenhouse effects (Chen in Philos Cogn Sci 105–114, 2012). Unfortunately, this analogy sometimes produces various incorrect explanatory mental models. To construct a correct understanding of global warming, it is necessary: first, to investigate the attributes of analogical reasoning; second, to understand these features by restructuring the greenhouse analogy; and third, to explore the problems and benefits of the greenhouse analogy. The characteristics of relations, rather than objects, must be mapped according to the principle of systematicity, but the public tends to preserve the attributes of the base domain, which is mapped relatively easily. In conclusion, certain facets of the prevailing greenhouse analogy cause a distorted public view of climate change. We must use the greenhouse analogy and yet simultaneously emphasize the relations and attributes highlighted and hidden in the analogy during evaluation.
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Acknowledgments
Paper presented at KAIST/KSAP International Workshop Logic and Time: The Legacy of Arthur N. Prior, November 6–7, 2015, KAIST, South Korea, This work was supported by the National Research Foundation of Korea grant funded by the Korean government (NRF2014S1A3A2044609).
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Oh, JY., Jeon, E.C. Greenhouse Effects in Global Warming based on Analogical Reasoning. Found Sci 22, 827–847 (2017). https://doi.org/10.1007/s10699-016-9501-z
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DOI: https://doi.org/10.1007/s10699-016-9501-z